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It's scary to think we've reached a point in education where it's a revelation that we need to teach kids how to do stuff they don't already know how to do. I mean, it's good that this Kaplan guy is in fact saying it, but he shouldn't have to. I think we all find value in projects and creation, but imagine if I told you to write a song and you've never so much as read music or played an instrument. You'd have no idea where to even begin.
There's a time and a place for, as he says, "student driven" instruction. That said, we've fallen into the trap of blindly following the guidance of "experts" who spend their days theorizing and contemplating rather than teaching. Teachers hear about the latest new trend or technique and just go all in without giving it a second thought. Maybe it's because I'm a grizzled old veteran, but while I'm willing to try new things, I also trust my own instincts. I'm a teacher. Teaching is right there in the job title. So, I guess the short answer is "yes," I'm in favor of explicit instruction.
I also agree that students should be given clear instructions and then supported through the process. It’s not about just telling them the answer and squashing independent thinking. It’s about teaching them how to think through and solve the problem themselves, which is going to help them retain what they've learned.
I found the same idea applied to science. The big thing was to teach the students how to think like a scientist. What the experts forget is that scientists know a lot about basic science before they begin to “think like a scientist “.
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I don't teach science, but I've definitely heard people use that line before. These "experts" all seem to be cut from the same cloth. They hold a lot of degrees, probably spent at least 8 years in college and about 6 months teaching in an actual classroom, did one really super cool awesome project that the kids loved more than eating an ice cream cone while riding a roller coaster with a unicorn, and then went to work for the state DOE to run PD sessions for the next 34 years. The one thing they can't "think like" is a teacher.
Yes, indeed. However, we must use acronyms so those who are dedicated to speaking "Educationeese" can understand. "LBL"; this is revolutionary concept of Lecture Based Learning. We also have the "EAT" method; Explain, Ask questions, Take a test. I have been successfully using these revolutionary techniques for many years. I guess I should write a book about them and go on a high paid lecture circuit and present these sensational concepts at seminars and teacher PD sessions.
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Well, that probably would have me pulling my hair out...
Math is different than any other subject. Yet, my District doesn't really see it that way. You can't put kids in a group and figure it out on their own. We really need to break up math into two tracks. The kids that don't do as well need more consumer stuff and only the kids that want STEM or high sciences to take the hard stuff. But nope, can't do that! So, I am stuck trying to teach special right triangles to kids that can't tell me that 8/8 = 1.
What short cuts? Are you referring to the relationship between the legs and hypotenuse? That's just the Pythagorean Theorem. I like the logic used in those if the kids can muster attention.
That is well said, not every new trend or technique is something that will actually work out in the real world. Maybe I’m wrong, but it seems like explicit instructions have gotten confused with not letting the students do work on their own at all? I’ve been on the early side of education, and so many things are literally brand new to these kids! You have to start at the beginning and work from there.
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You're 100% correct, especially at the elementary level. As a high school teacher, it pains me when kids come up to my building without the requisite skills to function adequately in class. There are many reasons for this, of course, but letting kids "explore and discover" only works if they know what they're looking for.
I remember a PD session from a few years ago where they were talking about "flipping" instruction to start with the "big picture" or advanced level concepts and work backwards to the simple so that kids could understand context. I'm not just talking about starting with a relatable scenario and applying a new skill. This woman literally said, "Why don't we start with calculus and work our way back to addition?" It was all I could do not to jump up and yell, "What the &%*! is wrong with you?"
I think explicit teaching is the best. My school currently pushes us to let the students productively struggle, and I hate everything about it. I see the struggle in the upset in their eyes and their faces when they don’t know how to do it and I tell him I need you to try and then I can help.
I agree. Yes I allow for student-centered activities where they can explore and discover new learning on their own, but this is really just an anticipatory set. I always summarize that learning and then direct teach them specific strategies. I also tell/show what kind of answer/work will get an A vs B vs C vs D vs F. This way, nothing is a surprise, students aren't as confused, and families aren't confused about grades.
Especially with students who struggle in math, I go even harder on the direct teaching and take out a lot of the student-centered exploration activities. I notice that kids who tend to struggle in math also tend to struggle to really get the point of student centered activities and focus on the wrong things or start goofing off because they're confused.
Yes, funny how admin is against "direct instruction" yet on professional development they just read slides to us.
I 100% agree with you. Education is becoming a hot mess because too many people jump on the latest bandwagon. The responsibility of the teacher is to provide instruction. Parent smust be involved as well to support their children, set high expectations, and to help their children practice and master their skills at home.
https://engageparentsineducation.com/